The Effect of Problem-Based Learning on Students' Critical Thinking Skill in Animal Diversity Course

DOI

10.2991/icamr-18.2019.81How to use a DOI?

Keywords

Problem-based learning, critical thinking, animal diversity.

Abstract

The aim of this study is to assess the effect of problem-based learning on students' critical skills. It was quasi-experiment with post-test design only. Seventy-seven 2nd semester pre-service biology teacher from two full classes were involved in the study. Classes were randomly assigned as control groups and post-tested to determine their critical thinking skills after the treatment. The experimental group was taught with problem-based learning while the control group received traditionally-designed biology instruction. Results showed that students instructed with problem-based learning earned higher scores than those instructed with traditionally designed biology instruction-in terms of critical thinking skills. Students in the experimental group appeared to be more proficient in giving a simple explanation, building basic skills, making an inference, and setting the strategy. It showed that problem-based learning was able to use biology learning because of its positive influence on students' critical skills in animal diversity courses.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Nuraini Sirajudin
PY  - 2019/04
DA  - 2019/04
TI  - The Effect of Problem-Based Learning on Students' Critical Thinking Skill in Animal Diversity Course
BT  - Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018)
PB  - Atlantis Press
SP  - 329
EP  - 331
SN  - 2352-5398
UR  - https://doi.org/10.2991/icamr-18.2019.81
DO  - 10.2991/icamr-18.2019.81
ID  - Sirajudin2019/04
ER  -